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1.
Jari Kukkonen Patrick Dillon Sirpa Kärkkäinen Anu Hartikainen-Ahia Tuula Keinonen 《Education and Information Technologies》2016,21(2):349-371
Scaffolding helps the novice to accomplish a task goal or solve a problem that otherwise would be beyond unassisted efforts. Scaffolding firstly aims to support the learner in accomplishing the task and secondly in learning from the task and improving future performance. This study has examined pre-service teachers’ experiences of technologyenhanced/computer-supported collaborative inquiry learning when studying the anatomy of fish. The study investigated pre-service teachers’ experiences of scaffolded use of a Wiki in structuring a dissection inquiry activity combined with scaffolded use of digital imaging to support problematizing during the sense making process. Quantitative data on the benefits experienced by the pre-service teachers in using the Wiki and in digital imaging were collected through responses to questions posted through an online questionnaire. Structure equation modeling was used to investigate the relationship between scaffolding with the Wiki and the experienced benefits of using technology. The use of structural scaffolding with the Wiki was not seen to be directly related to the experienced benefits. In encouraging knowledge acquisition and supporting deeper thinking on the topic, digital imaging had the strongest positive relationship to the experienced benefits of the technology, but there was no direct relationship with the use of the Wiki. However, scaffolding by structuring the activity with the Wiki had meditational, indirect, effects through visualizations and peer support to intentional and active participation and thus the scaffolds were working during the inquiry synergistically. For teacher education this means that pre-service teachers may recognize the benefits of using technology only through a significant experience and thus under value the role of the technology itself. 相似文献
2.
This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relationships between environmental education (EE) and education for sustainable development (ESD). In this study, ten upper secondary teachers are interviewed and their expressed socialization content is examined. Various qualitative positions regarding five important educational aspects can be described in terms of three selective traditions. To strengthen the validity of the socialization content found in this study, the students of the same teachers were interviewed regarding their experiences of the socialization content of these teachers’ teaching. This is reported in a supplementary article (Sund and Wickman 2011; Sund 2008). Together these three studies (this article; Sund and Wickman 2011; Sund 2008) work to establish and test a method of discerning qualitative aspects in socialization content. Although the amount of data is limited, the ambition has been to triangulate socialization content qualitatively from three different sources: a literature study, teacher interviews, and student interviews. 相似文献
3.
刘以榕 《福建教育学院学报》2004,5(1):83-85
在知识经济背景下,新一轮基础教育改革需要陶行知先生开拓进取的精神,切实转变教师教育观念,以新的教育理念开展高中研究性学习教学活动.新课程的实施将重新建构学生和教师在学校中的生存状态,要求教师保持一种开放的心态,接纳新的教育理念,实现教师教学行为和学生学习方式的转变,培养学生亲科学、亲社会、亲人类的美好情感,促进学生的社会化进程. 相似文献
4.
Ronald H. Heck 《The Urban Review》1995,27(1):31-49
While interest in holding administrators accountable for school effectiveness has increased over the past decade, the quality
of evaluation systems and corresponding assessments of their performance has not. Few empirical studies have focused on evaluating
the performance of new administrators as they carry out important functions of their role, so little is known about the process
of socialization and how it may affect the beginning administrator's job performance. The purpose of this study was to propose
and test a model of socialization factors that may be related to the evaluation of new elementary and secondary assistant
principals' job performance. These factors were grouped into three major sets: individual demographics, professional socialization
(i.e., type of administrative preparation), and organizational socialization (e.g., school context).
Results of the LISREL covariance structure analysis supported the proposed theoretical model, indicating that organizational
socialization directly affected administrative performance. In contrast, the effect of professional socialization on performance
was mostly indirect. Moreover, independent of socialization, women in the study were rated as more effective than men. While
most of the variation in performance observed was very likely due to individual differences, the findings suggest the importance
of considering how an individual is socialized into the profession and the specific school when appraising performance. 相似文献
5.
当前的大学生大部分都是90后,他们有自己的特点,给高校师生关系提出了新的课题。在对90后大学生特点把握的基础上,分析对师生关系带来的一些新挑战,总结新型和谐师生关系的特征,并重点提出如何构建高校教师与90后大学生的和谐师生关系。 相似文献
6.
7.
梁燕玲 《渭南师范学院学报》2002,17(3):77-80
师生关系是教学理论中一个中心问题，它直接关系到教学任务的完成及教育目标的实现，教育实践中产生的许多新问题，都直接或间接地与师生关系相关联，所以我们必须重新审视这一问题，我们认为，“教学相长”是师生关系的准确概括。 相似文献
8.
This article points out that the puzzling nature of the evidence concerning the relationship between teaching experience and teaching performance is due at least in part to the research methodology used to study this relationship, in particular to the use of cross-sectional data on teachers. With cross-sectional data, the variable of interest—years of teaching experience—reflects three different phenomena: learning by doing, vintage and selection. These phenomena are explained and their influence on the relationship between experience and performance observed in a cross section of teachers is discussed. It is then shown that the impact of learning by doing on teaching performance is significantly increased when the impact is estimated in a model that explicitly accounts for vintage effects. 相似文献
9.
Pongprapan Pongsophon Benjamin C. Herman 《International Journal of Science Education》2013,35(10):1304-1325
ABSTRACTGiven the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers’ classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers’ confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers’ confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction. 相似文献
10.
大学生道德社会化任务探索 总被引：4，自引：0，他引：4
道德理想的构建和道德能力的培养是大学生道德社会化的重要任务。道德性成为大学生道德理想的重要组成部分，道德判断能力和道德行为能力是大学生道德能力的重要内容。道德社会化任务的达成方式要符合社会要求，适合学生身心发展，将体现时代精神的内容、原则、方法引入德育，通过教师的主导作用和学生的主观能动性，促进大学生的道德社会化。 相似文献
11.
The present paper focuses on new teachers’ satisfaction with their first year of teaching from the perspective of socialization. The relationship between satisfaction with socialization and teacher background, school environment, placement, and induction variables was examined. Data were collected from 243 Israeli beginning teachers by means of questionnaire. Results indicated that satisfaction during the induction year was moderately high. Hierarchical regression analysis showed five significant predictor variables: ecological support from mentor, help from the principal, assistance from other colleagues, workload, and having already completed teaching training. Support from mentors and school colleagues had the greatest impact on new teachers’ assimilation. 相似文献
12.
随着STEM教育的快速发展,STEM教师教学能力的构成及其关系亟待研究。基于此,文章首先在反思STEM教师教学能力相关研究的基础上,运用文献研究法和编码分析,整合了STEM教师的教学能力要素,形成了模型的维度及其内容,在此基础上构建了中学STEM教师教学能力的结构模型。随后,为更进一步探讨中学STEM教师教学能力要素之间的深层次关系,文章采用德尔菲法,对结构模型的内容进行了修改。最后,文章参考洋葱模型,形成了中学STEM教师教学能力的递进模型和互动模型,以分别体现教学能力的重要性程度和不同能力之间的相互关系,实现了结构模型的进一步完善。文章指出,结构模型可以被STEM教师作为教学设计框架用以提升教学能力,可以被学校管理者作为教学能力框架用以科学评价STEM教师,并且可以被教育行业作为教学培训设计的依据用以提升STEM教师水平。 相似文献
13.
This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning. 相似文献
14.
Pedro Rosário José Carlos Núñez Pere J. Ferrando Maria Olímpia Paiva Abílio Lourenço Rebeca Cerezo Antonio Valle 《Metacognition and Learning》2013,8(1):47-77
Since the 1970s, a large body of research has reported on the differences between deep and surface approaches to student learning. More recently, however, this metaphor for students’ approaches to learning has been applied to the practice of teaching. Studies at the university level have identified two approaches to teaching: the information transmission/teacher-focused approach and the conceptual change/student-focused approach. The present study analyzes the relationship between teachers’ approaches to teaching and high school students’ approaches to learning. The data were analyzed by fitting a two-level structural equation model based on the hypothesis that student academic achievement is significantly determined by the way they study and that the way they study is partially determined by the way teachers teach. The participants were high school students (778 twelfth graders) enrolled in biology courses and their teachers (40 total). The same model was proposed at both levels (i.e., within and between levels) and fit the data quite well. As expected, within level, the effects of the ‘approaches to learning’ on ‘biology achievement’ regression were far larger than the corresponding effects at between level. The central findings suggest worthy directions for future research. 相似文献
15.
The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers’ self-efficacy and job satisfaction. The participants included 781 Western Australian high-school teachers in 29 schools. When the data were analysed by means of structural equation modelling, teacher self-efficacy and teacher job satisfaction were both related to school climate dimensions and there was also a relationship between teacher self-efficacy and job satisfaction. These results provide practical information for improving school climate and suggest that it is worthwhile for school principals to consider factors within the school climate and how they might be enhanced. 相似文献
16.
实习教师是教师队伍的新生力量,其社会化活动是以教育实习的环境支撑系统为前提的。对实习教师社会化环境支撑系统的考察,大致包含实习教师社会化制度环境、社会化环境组织结构、社会化环境机体要素和社会化环境活动内容等四个方面。对实习教师社会化环境支撑系统的分析可以使我们更现实地去看待实习教师的社会化须具备的基础条件,帮助实习教师实现最有效的社会化成长。 相似文献
17.
Bart Rienties Bas Giesbers Simon Lygo-Baker Hoi Wah Serena Ma Roger Rees 《Interactive Learning Environments》2016,24(3):539-552
After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how technology acceptance and support materials influence (perceived and actual) task performance. In an experimental design, 36 participants were split into a control (online help) and experimental (instructor video) condition and completed five common teaching tasks in a new VLE. In contrast to most technology acceptance model research, this study found that perceived usefulness of the VLE was not related to (perceived) task performance. Perceived ease of use was related to intentions and actual behaviour in the VLE. Furthermore, no significant difference was found between the two conditions, although the experimental condition led to a (marginal) increase in time to complete the tasks. 相似文献
18.
AbstractThis study aims at testing the application of the job demands-resources model on university teachers in mainland China. It investigates the relationship between the job characteristics of university teaching and teachers’ well-being. Based on the analyses of a sample of 2,758 university teachers, the results of structural equation modelling support the health impairment and motivational processes suggested by the model. Specifically, job demands consisting of teaching demands, teaching-research conflict and new challenges reduced university teachers’ job satisfaction through the mediation of emotional exhaustion; job resources comprising teaching resources, social support and administrative support increased university teachers’ job satisfaction through the mediation of work engagement. The implications of these findings are discussed. 相似文献
19.
教学实习是师范生在实习学校情境中整合教育理论与实践的重要环节,因此对于实习教师而言,其社会化即意味着在教学实习过程中不断内化实习学校的组织文化及其对教师角色的期待,在个体与情境的互动中初步成为合格教师的过程。当前,实习教师社会化研究受社会学传统理论的影响,呈现出功能主义和诠释主义范式,其代表了实习教师社会化的被动和主动两种不同的模式。此外,实习教师的社会化过程从学龄期开始,是一个持续演变的阶段,其包含了师范教育前的预期社会化(以观察学习和经验内化为路径)和师范教育期的职业社会化(以课程学习和教学实习为手段)的角色养成过程。 相似文献
20.
Barbara S. Spector 《科学教学研究杂志》1984,21(6):563-574
An exploratory study which focused on teachers responses to the demand for role change brought about by the implementation of a new course is reported. Two procedures used to gather data were participant observation and open-ended interviews. Role theory, symbolic interaction, and schools as organizations were used as the frameworks for data analysis in this discursive qualitative study. The data reported describe the teachers' perceptions of factors influencing their willingness to change behaviors in order to comply with the role demands of the innovation. Hypotheses grounded in the data were generated and tied together into a theory which is illustrated by a structural model. The model shows interrelationships of factors influencing the teachers to change roles at the time of initiation of the new course through the ultimate incorporation of the innovation. 相似文献